Student Name: David K
Assessor: Jay Fogleman
Score: 39/45
Comments/Notes:
Good job on rationale, assessment plan, and concept map.
Simple expression of N3: If A pushes B, then B pushes back on A.
This is a complex subject. I would suggest that you develop your concept map another to another level or two to include:
Different types of net force calculation:
Weight and Normal forces in 1-D
Weight and Normal forces on incline
Friction (static, kinetic) on horizontal plane
Weight, N, and friction
Different types of acceleration/velocity calculations given above.
Etc.
In your lessons:
Your objectives should be the instructional objectives for students, i.e. what students will be able to do after they learn from the lesson.
In your plans for each lesson, you should include a lesson opening that gives students as task to accomplish while you're taking attendance.
For each lesson, you should include a closing strategy. How does the fact that you have 50 min + 30 min extension determine how you close each lesson?
Your concept map doesn't reflect the depth that you plan to teach your unit.
Given that you have ninety minutes, you should consider some sort of laboratory activity everyday. These experiences wouldn't require a formal writeup, but they should give students a chance to have experiences that help them address misconceptions. For example, for friction, students think that the friction force depends on the surface area of an object. They should get a chance to prove to themselves that this isn't true by dragging a piece of 2x4 on each of its faces.
Evidence/ Comments:
5
Evidence/ Comments:
4
Evidence/ Comments:
3. Topics are addressed, but opportunities for practice are limited.
Evidence/ Comments:
3. Representations are relevant but limited.
Evidence/Comments:
3. A variety of examples are discussed.
Evidence/Comments:
3. Few student misconceptions are addressed.
Evidence/Comments:
4. A variety of media are used.
Evidence/Comments:
3. Though a variety of media are used, some days have limited opportunities for students to experience phenomena.
Evidence/Comments
3. Unit addresses key skills.
Evidence/Comments:
3. A variety of assessment strategies are used.
Evidence/Comments:
5. Few typos noticed.
NSTA Content Evaluation
Number
NSTA Standard
Portion of Unit Plan
Score
Evidence / Comments
1a. Content:
Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association;
Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards;
•Two Benchmark* lessons.
(* Lesson whose primary activity is conveying information)
4
1c.
Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure
Lesson Plans
4
1d,
understand research and can successfully design, conduct, report evaluate investigations in science.
and understand
and
can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
Inquiry Lesson Plan(s)
2
2. Nature of Science.
Candidates:
understand the historical and cultural development of science and the evolution of knowledge in their discipline;
understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world;
engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
Lesson Plans
3
3. Inquiry
Candidates
understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge;
engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
Inquiry Lesson Plan(s)
2
4. Issues
Candidates
understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues;
engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Unit Rationale
Lesson Plans
3
5.a General Teaching Skills
Candidates
vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding;
successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds;
Lesson Plans
3
5. c-e
Candidates
successfully organize and engage students in collaborative learning using different student group learning strategies;
understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students; and
create and maintain a psychologically and socially safe and supportive learning environment.
Lesson Plans
3
6. Curriculum
Candidates
understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards;
plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.
Unit Rationale
Learning Goals
Concept Map
3
7
Community
Candidates
identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science;
involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.
Lesson Plans
4
8. Assessment
Candidates
use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students;
use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process;
use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
Assessment Plans
Lesson Plans
Summative Assessment
4
9. Safety
Candidates
understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials;
know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;
know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;
treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.
Student Name: David K
Assessor: Jay Fogleman
Score: 39/45
Comments/Notes:
Evidence/ Comments:
5
Evidence/ Comments:
4
Evidence/ Comments:
3. Topics are addressed, but opportunities for practice are limited.Evidence/ Comments:
3. Representations are relevant but limited.Evidence/Comments:
3. A variety of examples are discussed.
Evidence/Comments:
3. Few student misconceptions are addressed.
Evidence/Comments:
4. A variety of media are used.Evidence/Comments:
3. Though a variety of media are used, some days have limited opportunities for students to experience phenomena.
Evidence/Comments
3. Unit addresses key skills.Evidence/Comments:
3. A variety of assessment strategies are used.Evidence/Comments:
5. Few typos noticed.NSTA Content Evaluation
•Overview
•Rationale
•Unpacking Learning Goals
•Concept Map
(* Lesson whose primary activity is conveying information)
and understand
and
can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
Candidates:
understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world;
engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
Candidates
engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
Candidates
engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Lesson Plans
Candidates
successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds;
Candidates
understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students; and
create and maintain a psychologically and socially safe and supportive learning environment.
Candidates
plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.
Learning Goals
Concept Map
Community
Candidates
involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.
Candidates
use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process;
use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
Lesson Plans
Summative Assessment
Candidates
know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;
know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;
treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.